Clearly Pike and writer Courtney Meaker are critiquing the role of women in the theater. However, they are using creative works to do that, with the result being another creative work. Most articles do not mention how much of the other plays Pike and Meaker used; however, one suggested that it was small amounts, including stage directions. Finally we don't know what effect thatswhatshesaid would have on the other plays. We might imagine that this small production would have limited effect, but what if thatswhatshesaid became popular? Walking briefly through the four factors of Fair Use, Pike and Meaker's use doesn't seem to be fair, which is what the producers of the other plays thought, too.

However, what if the use is transformative? According to attorney Jeffrey Nelson of Miller Nash
Graham & Dunn, who is representing the creative forces behind thatswhatshesaid, has stated (as quoted in American Theatre):

Our position is
that this work does not require permission from any of the playwrights
whose content was used because it does qualify as fair use. We believe
that [this is transformative.] The work takes a small amount of text
from each of those scripts, slices them up, reconfigures [them.]

Yes, a new work with a new purpose.

I don't know how this case will continue. I hope it receives a bit more attention, since it could help us think more about what is transformational and what is not. I'm also secretly hoping that the play can continue to be performed, since it would be quite interesting to watch a play based on plays. Fair Use or not, it sounds pretty cool.

Friday, March 18, 2016

Another Computers in Libraries Conference has come and gone. It was full of new ideas, reminders of things already learned (but perhaps not yet done), good friends, and new members of my network (tribe).

This was the fourth year that I've been able to bring a group of MSLIS students to the conference. This year, seven students attended the conference, including one - Kenneth Roman - who was also a presenter. We crafted a three non-CIL events for them - a lunch with some alumni and two library tours - because D.C. provides that opportunity. Marrying a trip to D.C. with CIL for students creates a wonderful opportunity for them to hear from the profession, see the profession in action, and expand their networks. CIL is a diverse conference that engages them and gets them excited. For me, that is fun to watch.

David Mao and Sarah Weber

Last year and this year, I've spent part of my time during CIL going to visit existing or prospective SU iSchool employers. This year, Sarah Weber, the SU iSchool Director of Employer Relations, and I visited people, including the Acting Librarian of Congress, David Mao. Some of the employers we visit are unfamiliar with what iSchool students or MSLIS students are capable of. (For example, an IT company may need data analysts and not consider hiring an MSLIS for the position.) There are other employers that we just want to touch base with and provide an update. For me, this work adds an interesting and important dimension to the trip, and gives me information I can immediately pass along to students and recent alumni.

Thinking about the conference: This was my 11th consecutive CIL Conference. Yes, I've spoken at all eleven and moderated at a few of them. In 2007 (my first CIL), Tom Hogan announced the attendance as being:

...more than 2,393 attendees at the conference, including those who are exhibiting.Attendees are here from 48 states (not North or South Dakota) and 12 countries (not counting the U.S.).There are 130 speakers and moderators.There are 66 companies exhibiting in the exhibit hall.

There are 1181 participants, 166 exhibits only participants, and 121
exhibitors (45 companies). There are participants from 45 states plus
DC and Puerto Rico, as well as 17 countries.

In a comment I made on Chris Zammerelli's blog, I noted what I thought had changed to cause the lower attendance.

First, many conferences has seen a downturn due to organizational and personal finances, especially during the recession. This includes changes with the federal budget, which has (or had) limited the attendance of government librarians at CIL. Second, I think there are more professional development opportunities. I can do things online or locally that I once had to do at a conference. And I no longer need to go to a conference to see vendor products. Third, I think people go where their “tribe” is. Is there a tribe that attends CIL (or another conference) which is large enough to create that indefinable atmosphere that we might associate with a particular conference? Is the tribe influential enough to say to others “come with me” and have those people listen? My sense is that there is still a tribe at CIL, but that it has shifted and it not the lobbycon/tablecon/ya’ll come group that used to be there. (As a side note, the pre-CIL conversations that used to exist on social
media aren’t there anymore and fewer people are blogging. Are these
indications of a shift in the tribe?)

Topher Lawton, Jill H-W and Maurice Coleman

Seth Godin wrote a book several years ago called Tribes: We Need You to Lead Us. The book sparked many discussions about how we connect with others, the power of connections, etc. Earlier this year, I heard Caroline Haythornwaite talk about social networks in relation to learning. She has a a few interesting images of the connections between social networks. An event - any event - needs people who are strongly connected to each other and who will make new connections to others at the event. These new connections may be weak, but they provide an anchor for those who hadn't yet been connected and that anchor can help to bring them back. ("I'll see you next year, right?") Making these new connections requires work for everyone involved. In other words, just being in the same room does not mean you've built a new connection. You need to talk, share, and be active. And not only will this help to bring you back, it will provide a network to help you professionally in between conferences/events.

In 2007, I remember getting connected with others before even arriving at the conference. Those connections and the connections I made at the conference grew even stronger afterward through the sharing online of photos, blog posts, and other content. In other words, the event started before we met face-to-face and ended well afterward. In 2016, fewer people blogged, tweets, shared, or interacted before or after the conference. The interaction has changed. The tribe has changed. I think that has translated into part of the change in the numbers of participants.

To be clear, this isn't just a CIL problem. Every conference has felt a change due at least to three things I've listed above. Every conference is thinking about the future - whether they say that publicly or not. As part of that thinking, I hope every conference will re-think its tribe.

And here is YOUR call to action! If you have attended CIL and found it helpful, tell someone else about the conference and encourage them to attend. If you have been to CIL in the past and it has dropped of your "must go" list, talk to your boss about whether it can go back on the "must go" list. If you met someone at CIL and haven't followed up, do it (and do it now). Make that connection stronger. If you heard a speaker and want to follow-up with that person, use the CIL web site to locate his/her contact information and make that connection.

Hallway outside of the ballrooms

Food in DC: I have found over the years that it is helpful if I capture information on places I ate while at a conference. (I just recommended a restaurant in Philadelphia, whose name I had captured in a 2009 photo!) So where did I eat this year? RFD (Chinatown), Penn Commons (Chinatown), Lauriol Plaza (Dupont Circle), Afterwords Cafe (Dupont Circle), DC Noodles (Adams Morgan), and Bier Baron Tavern (Dupont Circle). And I had a drink at the Gibson, which is a (legal) speakeasy in Adams Morgan.

Index of my 2016 CIL posts: I blogged every sessions that I attended and the two that I spoken in.

Finally, next year's conference will March 21-23, 2017 at the Washington Hilton. If you are interested in speaking at the conference, the call for speakers will be posted through social media, on the CIL web site, etc., during the summer.

Addendum (3:30 p.m.): During today's recording of T is for Training, I raised the idea of having a group a CIL whose job it is to help people find where things are and also help them make connection with others. ("Are you new to this conference? Let me introduce you to this person, whose been here before.") Those who are new to the conference might not consider the dine-arounds or meeting up with others (strangers) for lunch, but might be encouraged to do so if someone approached them with the idea. ("Where can I go for lunch and be able to talk to others from the conference?") The group - perhaps 15 people (five each day) - might be given a discounted registration in exchange for being connectors to people and information. I've seen this done at conference and other events, and it can be effective.

Addendum, 3/22/2016: This above actually is what a tribe does. When a tribe isn't doing it, then others must.

Tuesday, March 15, 2016

During my "Enabling Innovation" session on March 10, I had a large number of people do a brainstorming exercise. (We were spread out in the center section of the International Ballroom, so hard to tell how many people there were.) We were not at tables, so people had to work and move around in order to interact. If you look at my slides, you can see the topics and brainstorming techniques that they were to
use (either the long list or brand-storming). I'm impressed that people did decide to use new-to-them
brainstorming techniques AND that the interaction seemed fruitful. I encouraged people to share their lists with me, so I could post and share them. This is the intent of this blog post...which may be long. Apologies if the formatting gets messy. I've done a minimal amount of editing. I'll do my best to keep it all neat and I'll add more lists as they become available.

Thursday, March 10, 2016

Description: Panelists - Maurice Coleman, Topher Lawton and Jill Hurst-Wahl - discuss real-world common and
unusual training mishaps and pitfalls.They emphasize ways they mitigated
those situations and what they implemented to ensure that the same
challenges would not happen again in the library, off-site, and online.
The session will include ideas to help any trainer/teacher/learner prepare for
and cope with failures that occur in the learning process. Topics
include how to stay one step ahead of your learners, what helps to stay
calm as things are falling to pieces, and when to call in the cavalry.

The session: Topher spoke first on what to consider when you are double-booked, which is more common than many would imagine. His slides will be online and I'll update this blog post when that happens.Jill spoke next and her slides are below.

Maurice spoke last on what to do when your technology fails. Maurice's slide deck is at http://j.mp/TrainFail.

The threesome provided anecdotes and answered questions. It was a lively session! And since Jill was part of the session, there is not a detailed blog post. So enjoy the slides.

By the way, Maurice talked about the slides not being your handout. Jill tends to use more text for a variety of different reasons, including providing text for those who need the printed words (e.g., people who understand English better when they can read it). Maurice did note that there are circumstances when he will use more text than images.

Your show is about what? Forrest started his show as a way of gathering and sharing information on learning spaces/learning commons. Maurice started his show after CIL eight years ago. He wanted the conference experience all of the time. He wanted an ongoing conversation on training, teaching, learning, and administration.

Who is your audience? For Forrest, it is anyone who wants to listen. The show is marketed to academic librarians. For Maurice, his is for anyone Ina library who does training.

How do you connect with your audience? Maurice said that people hear about the show through conferences, social media and talking to people. Forrest asked people how we connect and said that's what he does - email lists and social media. Maurice noted that his shows has its own Twitter feed.

What do they (people) get out of it? For T is for Training, Maurice encourages people to show up. People do answer questions for each other and share resources. He provides connections to people who don't normally connect. For Forrest, the show provides some new information and also confirmation of their strategy.

How do you produce it? T is for Training is hosted on TalkShoe. People use phone of Skype to call in. Maurice doesn't to a lot of "engineering" in the background. Let's Talk Learning Spaces uses BlogTalk Radio. People can call into the show. Generally he interviews someone.

Is there a theme or topic? For T is for Training, Paul Signorelli frequently generates a topic, then the conversation goes on from there. Let's Talk Learning Spaces developed the topics based on the need of his library's learning space.

Is the show recorded or must you listen live? Both! The conversation happens live, and you can also listen to the recording afterwards.

How do you market it? Email, Twitter, etc.

Forrest does his show at work. Maurice does his at work or at home, depending on his schedule. Maurice's podcast is part of his professional development. Forrest's show has a cost.

How did you get buy-in? Forrest didn't at first. He didn't to prove return on investment. Buy-in came with key people participating in it and the feedback he received. For Maurice, getting the then-current ALA president to call-in really helped with the buy-in.

Do you have outside funding? Forrest, no. Maurice said that people want to sponsor his show. His sponsors are people he wants to promote or give him in-kind contributions. He does not receive money from his sponsors.

The platform that Forrest uses has minimal costs. There is no microphone or studio, since everyone calls into the show.

What challenges do you have? For Forrest, ensuring the correct resources are available when needed. For Maurice, it is the crap-shot of who will or will not show up every other Friday for his show.

Personal impact? Forrest - learning. Learning about his staff and watching them grow. A way of being active professionally. Maurice - better speaker, presenter and trainer. He has learned to be a better person. He is better at his job. It has been his professional development and his "advanced degree."

What do you wish you knew when you started? Maurice wished he knew that it was going to last this long. He wish he had lighter equipment (snowball mic), for when he takes the show on the road. Podcasts generally don't last 8 years.

In conclusion, act locally, share globally.

Is it better to be structured or extemporaneous? It depends on your temperament and perhaps where you work. Consider your desired outcome.

Are either posting text transcripts or doing something for people who have hearing disabilities? Forrest has the ability to do it. Maurice doesn't have the capability. Maurice notes that it would take time and time he doesn't have.

Description: We brainstorm all the time, but do we do it
correctly or well? The answer is, “No.” There are techniques and rules
to help us get the most of out the brainstorming that we do. This
session begins with a review of seven rules that will instantly improve
your brainstorming effort. The speaker (Jill Hurst-Wahl) will share several brainstorming
techniques, including mind-storming, the long list, and brand-storming.
Participants then use these techniques to brainstorm new innovative
services, technology uses, and training tactics for their libraries.

People still think libraries are very important, especially for communities.

In an era of systemic declines in trust in major institutions, people like and trust libraries.

People think libraries level of the playing field for those without vast resources.

People think libraries provide revives that a that'd to bet elsewhere. (Yikes, I don't know what this is supposed to be!)

People believe libraries have rebranded themselves as tech hubs.

Four things people like about libraries:

"Free" books

Getting questions answered

A place of solitude

Access to computers

New data on library usage:

Physical interactions with libraries is going down a little bit.

2015 - 44% of those 16 or older. Down 9% since 2012.

Use of library web sites is up to 31% for the same population in 2015.

People who use libraries are more well off than those who do not. More families and mothers of young children. There is not a racial or ethnic difference among library users. No difference in size of community.

Senior citizens are a little less likely to use a library than those under 65.

If your local library close, what would the impact be on you? People felt that it would have a major impact on the community. People are less likely to say that it would have a major impact on them (33% no impact).

How much have I tries contributed to their communities? 36% said "a lot" in terms of providing health related information. 31% a lot in helping people learn new technologies. Helping people decide what information they can trust, 24% said the library contributed a lot to that. 19% believe the library has contributed a lot to helping people find jobs or pursue job training.

The clear public mandate: do something for education... Large major see libraries as part of the education ecosystem.

Should libraries move some print books and stacks out of the public locations to free up more space for things such as tech centers, reading rooms, meeting rooms, and cultural events? Definitely not - 36% in 2012, 25% in 2015. In 2015, maybe=40%; definitely=30%. The answers were consistent across various audiences in 2015. The public is giving libraries to be more flexible.

Should libraries coordinate more closely with local schools in providing resources to kids? Definitely=85%; maybe=11%; no=2%. People believe libraries can help struggling schools.

Should libraries offer free early literacy programs to help young children prepare for schools? Definitely=85%; maybe=12%; no=2%. This is both literacy in the traditional sense, but also in terms of digital literacy - critical thinking, privacy, etc.

Should libraries offer programs to teach people, including kids and senior citizens, how to use digital tools ... Yes!

Learning as identity - do you think of yourself as life long learner? 73% over 18 years old said yes. I like to gather as much information as I can when I come across something that I am not familiar with, 61%. I find myself looking for new opportunities to grow as a person, 57%. ("Describes me very well.")

74% of all adults are personal enrichment learners. 58% read publications related to personal interest. 35% attended meeting where Lerner new info such as book club or art club. 25% have taken a course and 16% have taken an online course.

The motives of personal learners:

Make life more information, 80%

Learn something go that would allow me to help others, 64%

Extra time on my hands, 60%

Want to turn a hobby into extra income, 36%

Learn something to help with my children or other kids school work, 33%

63% of the employed are work-related learners:

To maintain or improve my job skills, 55%

For a license or certification, 36%

To help get. Arise or promotion, 24%

To get a job, 13%

Because I'm worried about losing my job, 7%

Peoples learning activities are tied to a variety of factors:

Level of education

Household income

Race and ethnicity

Technology assets

Personal outlook

Job categories

How well, if at all, do your local libraries serve the learning and educations need of your local community? Wee/pretty well 60+%. Serve education needs, 60+% week/pretty well.

62% know that public libraries offer ebooks for borrowing. 41% know that libraries online career or job-related resources. 26% know libraries offer online GED or high school equivalency classes. 24% said their libraries offer programs to start need businesses. 22% offer online program that certify people that have mastered new skills. Libraries may be providing these much more than people realize. Rainie noted that John Bertot's data would provide more insight into this.

Should libraries provide more compatibles spaces for readings etc.? 64% said definitely yes.

People: Serve and Learn (the librarians):

Tech and data experts - people are anxious to turn to librarians to help with technology and data concerns.

Master teachers in age of lifelong learning - people recognize that we continuously learn and that we can help them learn.

Visionaries for the knowledge economy and the jobs it produces - we are the rock stars of the knowledge economy. Can we become forecasters? Can we share what we are learning? The history says that life, jobs, etc. is getting better. Others are so sure. How will machines impact our future? Will more jobs be created? Don't know.

Pew asked people a question about this. People felt that the jobs outlook is bad for others, but good for them personally. I'm okay, but everyone else is screwed.

Monitors of algorithms - mathematical tools are doing the analysis. Are they biased? What is behind the algorithms is not well disclosed. Can librarians ask for transparency and accountability?

Community information stewards - journalists are not covering civic information as they did in the past. Can the library be the place where people can figure out what's going on with their community? Create dashboards.

Wednesday, March 09, 2016

Four presenters from CEB, which is a member based organization with over 21000 executives are members. They have over 50 offices across the globe. In 2000, the library had 6 staff members. The staff in the IRC has remained the same. Since 2000, they have acquired organizations which helped the size of CEB grow.

The 6 IRC staff all have MSLIS degrees and over 60 years of CEB experience.

Training - The IRC Curriculum:

Research 101 for Revenue Teams

IRC 101 for research and advisory analysts

On demand roadshows for specific practices

Before 2014:

Classroom based

Local attendees

Teach 1-2 classes per month typical

Did webinars for their international offices either early in the morning or late at night

This model was no longer effective. They realized that thy needed to move to elearning. Wanted that elearning to be compatible with the corporate learning management system. They wanted flexibility in the type/format of online training. They wanted the software to be on a device that could b moved to a quiet space for recording. They software needed to fit into their budget.

The elearning modules are more task based than tool based.

The feedback has generally been good and they've been able to train twice as many people. They are going to move to creating smaller modules than are more focused. In terms of editing, they believe the smaller modules will be easier to create. They have found that some offices prefer webinars.

Each NIST lab has a dedicated librarian, but the person is not embedded in the lab. That person builds relationships within each lab. Communicates library services and resources, based on individual lab needs. The lab librarians back each other up.

The Research Library Board was established in 2002. The Board is compressed of bench researchers, who meet regularly with library managers and others. They provide feedback on resources. The library managers can bounce ideas off of the Board.

Katie Rapp - Planning Library Renovations

The building is dated and has not been updated. 50 years old. It doesn't work well for modern researchers. While they had moved forward on specific resources, they had ignored the physical space.

The took the architectural drawings to the Library Board, who were able to advocate for the library. It helped NIST to move towards hiring a library architectural firm. As work as moved forward, they have kept the Library Board in the loop.

Team activities:

To explore and recommend space and design options

Include multiple research angles

Archive journal holdings study

Library literature

Researching peer libraries

Local library site visits

Customer focus groups

Recommendations reflect 21st century researchers' needs

The did a series of 9 focus groups, 58 people total. The Library Board helped to identify participants for the focus groups. The told the participants upfront things for them to think about and information needed. However, once they were in the focus group, they did not guide the conversation unless they we totally off topic.

What did they learn?

They come to the library to interact with the staff

The need to get away from their desks

They like to browse the stacks - serendipity.

Learnings:

The space is open 24/7, however, the cafeteria closes at 3 p.m. They need vending machines/coffee.

Provide various levels of quiet.

Smaller collaboration spaces.

Maximize window seating and outdoor spaces.

They are now working with the the library designers. They are keeping the Library Board in the loop. Those focus group participants may also become advocates. They are identifying "low hanging fruit" and seeing what they can change now.

Stacy Bruss - Innovating with Temporary and Pilot Programs

Gives them an opportunity to try things and see if people like it.

Innovation Corner since 2013.

Programs

3D printers

Data visualization computer

Emerging Tech Bar

Library as a physical space and learning place

Road shows - versatile lab librarians

Reading Room Upgrade, 2015.

Installed electrical outlets and reading lights.

Moved furniture to take advantage of windows.

Moved Info Desk...and liked it!

Presentation Practice Room, 2015-2015.

Temporary use: Summer students for term-end presentations.

Full pilot: researchers not yet ready for this.

They recognize the need to cultivate and maintain relationships.

They have the ability to make incremental changes.

Planning for the Future:

Working with library designers.

New data visualization wall in the works.

Increasing their outreach.

Lab librarians are working with the Research Library aboard to bring in lab presenters and to do tours of the various libraries/facilities.

Long started at the Justice Department as an attorney and then got her MSLIS. Her co-presenter could not be here (Kera Winburn).

The Justice Department began in 1789 as a small office. The larger "department" was established in 1870. It is the world's largest law office. Offices in every state and territory, and 100 countries. In total, more than 10,000 attorneys. Over 130 organizations.

There is a need to train new staff to learn how to do research. Need to help staff maintain their skills (continuing education). They also help attorneys with their research needs. Some of the training must be done virtually.

The Justice library itself was established in 1831. It currently has 9 locations. 33 full time employees and 20 contractors. They have staff dedicated to "cousin" agencies.

Initially training was done haphazardly in response to requests. Might have been given by library vendors. Early courses included legislative history and Internet searching. They then began creating research guides. The National Advocacy Center then asked for specific courses.

Prior to mid-2000s the training wasn't well organized. Most of the classes were not hands-on due to the availability of computers.

Promoting training with carrots - Some state bars require continuing legal education (CLE) classes. In addition, some vendors offered free training, which could count for CLE credit. Offering classes to those that needed CLE credit provided a way to succeed. In fiscal year 2014, they offered 6 CLE classes. They offered more in FY 2015 and more participants. Still they needed to reach more people and to do that through offering virtual settings.

They began using Adobe Connect, which their IT department allowed. Participants to not need to download anything, which is a plus.

However, not every desktop is using the same software, browsers, etc. They decided to test the training on other librarians in the DOJ to see if it worked, and then testing it on others. They learned what features worked and what did not. They were able to develop a series of best practices.

Naval Academy students are considered federal employees while in school and so cannot work in the library. This means that the library cannot take advantage of their expertise. The library has a 28-member staff.

All midshipmen are issued laptops when they enter the Academy. Security is important to the Academy and the Library. There is a tension between the Library (part of academics) and the IT department (part of the administrative structure of the Academy). Wireless printing is available.

Question: Is desktop computer usage increasing or decreasing? There was a request for a web guide for computer resources and if a computer was in use. They investigated computer availability tools. There are in-house applications, open source applications, and commercial tools. They procured software through the IT department and learned that there would be some data security concerns. They limited the online maps to 85 public computers. They created online tools to show what computers were available. The Library did some customization of the tool.

They were able to gather information on computer usage. They found that computer usage is decreasing and that the need fewer desktop computers. They also gathered data on which desktop applications are must popular. They could also tell if people where using social media sites. They did not care, however, what specific things people were doing online.

Decided that it would be good to get his feet wet with more technology in the library and teaching people how to use it.

The Tech Center started with a grant. Earlier the library had had some funding challenges. The library is now funded by the community. In 2014, they created the Public Computer Center.

The Center has a smart board, 15 computers, 15 iPads, and other technology, including teleconferencing equipment, scanners and more. The room is also used as a meeting room.

The Use:

Open hours where patrons can use the equipment. They are helped by volunteers. People can also get help with their own devices, using social media or other applications. The volunteers range in their skills. They do not help with hardware issues.

They use the Tech Center for classes. This is more formal than the open hours. Class sizes range from 2-15 people. Registration was handled through Google Calendar, but they are putting a new system in place. Classes have even been on things like EBay.

The space is also used for specific teen programming. Theses are sessions geared for this age group.

The space is used by the community. For example, a group can ask for private lessons, like the Boys and Girls Club.

The staff of the Tech Center includes school librarians and college students.

The impact:

Patrons are happy that people are interacting with them in regards to technology.

People are using technology to give themselves a public voice.

The need: Needed to help to bridge a gap that patrons are experiencing. The a Tech Center is helping to fill this need. Roman noted that the Binghamton area is the home of IBM and IBM retirees want to stay current with technology.

Recommendations:

Have done on to run the Center - paid or volunteer. Make it known how that person can be engaged.

Advertise the time when the Tech Center person is available.

Have equipment available at all time for use with a patron.

Create handouts for every lesson, that are given during training or are available for patrons to pick up at any time.

Look for grants that will help you build a Tech Center and bridge the digital divide.

Have patience!

Comment from the audience: Do not assume that people understand the vocabulary.

Question: How often is the Tech Center rearrange? It stays as is most of the time, but everything is on wheels, so the room can be rearranged for meetings or special events.

About Me

Jill Hurst-Wahl is an associate professor of practice in the Syracuse University School of Information Studies. She was the director its M.S. in Library and Information Science program (2012-2017). She is a member of the USNY Technology Policy and Practice Council (2009-president) and the OCPL Board of Trustees (2016-present). A former corporate librarian, Jill has always been an advocate for expanding the career opportunities for LIS graduates. Her interests include innovation, brainstorming, copyright, digitization, and social media.

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